ОСОБЛИВОСТІ ІНКЛЮЗИВНОГО ОСВІТНЬОГО ПРОЦЕСУ В УКРАЇНІ ТА ІСПАНІЇ

Abstract

The article highlights the main features of the inclusive educational process in Ukraine and Spain, including: the historical development of inclusive education, as one of the main factors influencing the formation of inclusive education policy, regulatory support for inclusive education, the formation of the main components of universal design in learning: accessibility, material and technical support, methodological support, readiness of human resources; awareness of student youth on inclusion issues and practical aspects of implementing an inclusive education model. The purpose of the article is to analyze the prerequisites for the development of inclusive education in Ukraine and Spain, as well as to present the results of the study on the awareness of student youth of Ukraine and Spain in the implementation of inclusive education process. The Spanish experts in the field of inclusion, emphasize that at present there is more noticeable progress in the country on issues related to inclusion than several years ago. The country’s policy is to constantly seek justice and equality, to involve the whole society in this process and to eliminate marginalization and discrimination. There is a noticeable sensitivity to minority rights and their integration into a nation-wide society. This is not only facilitated by the interest of parents, associations and organizations claiming their rights, but also by the much wider social movements that protect the civil rights of people with disabilities. According to the observations of the European Research Association, the current state of training specialists in Ukraine to work in an inclusive educational environment does not satisfy public requests and needs. The majority of teachers and preschool educators experience the lack of theoretical knowledge and practical skills to work with children with special educational needs. There is also a psychological and methodological unpreparedness of pedagogical staff, classroom leaders and subject teachersto teach a number of disciplines for children who have certain special educational needs. In general, according to the research, the problem of education for children with special needs is important for our society. The study founds that the awareness of the population is quite high, with the vast majority of those surveyed familiar with the inclusion process. It should be noted that the majority of respondents have positive expectations about the introduction of universal design in education. Based on the results obtained, it can be concluded that the difference in the perception of the inclusive process between Ukrainians and Spanish is small, but the Spanish are more positive about the situation of inclusion than Ukrainians. Key words: inclusive educational process, universal design in learning, individual and differentiated approach to children with special educational needs.